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Annual Regional Conference International Baccalaureate North America & the Caribbean PowerPoint Presentation
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Annual Regional Conference International Baccalaureate North America & the Caribbean

Annual Regional Conference International Baccalaureate North America & the Caribbean

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Annual Regional Conference International Baccalaureate North America & the Caribbean

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  1. Middle Years Programme Update “Maintaining the status quo is not an option” – Jeff Beard, IB director general Annual Regional Conference International Baccalaureate North America & the Caribbean Chicago, Illinois July 2007 1

  2. What’s New in the MYP? • Shani Sniedze-Gregory, acting head of MYP, IB Cardiff • Stan Burgoyne, MYP regional manager, IB New York

  3. IB Curriculum and Assessment Office Cardiff, Wales Shani Sniedze-Gregory, acting head of MYP, IB Cardiff shani.sniedze-gregory@ibo.org Responsibilities of the MYP office in Cardiff : Curriculum & Assessment Workshop Resource Development Assessment

  4. IB North America Regional OfficeNew York Stan Burgoyne, MYP regional manager, IB New York stanley.burgoyne@ibo.org Silke Koester, MYP associate, IB New York silke.koester@ibo.org Responsiblities of the MYP office in New : • Application • Authorization • Evaluation • Professional Development

  5. IB Africa, Europe& the Middle East 90 IB North America288 IB Asia Pacific90 IB Latin America35 Global network of MYP schools

  6. MYP update • New identity • Ethics in the IB • “MYP: from Principles to Practice” and unit planning • Harvard Project Zero • 1-3-5 Project • Flexibility in the MYP • Access in the MYP • The future of the MYP

  7. The new logo Learn more on IBNET: www.ibo.org/communications Page 7 Page 7

  8. In different languages … Page 8

  9. In different layouts … Page 9

  10. In different colours … Page 10

  11. For IB World Schools and partners … Page 11

  12. Gifts, merchandise and promotional items Available at http://store.ibo.org in April Page 12

  13. Why do all of this? Our name and reputation is one of our most precious assets. A professional organization needs a professional identity. Page 14

  14. Why do all of this? More and more, we need people to recognize us: University admissions officers Governments Donors Educators, parents, students, school boards An identity built around our values will build commitment within the IB community. Page 15

  15. Ethics and ethical education Ethics: the study of what is morally right or wrong and the examination of moral truth in action Ethical education: education that guides and supports students and acts them to consider their own choices and actions as they make them, the choices and actions of others, and how theirs and others’ actions may affect the well-being of other people, their society and the world in general

  16. Kohlberg’s Stages of Moral Development Pre-conventional: obedience and punishment; right behavior means acting in one’s own interest Conventional: “good boy/girl”; law and order: duty Post-conventional: social contract; principled conscience – genuine interest in the world of others Lawrence Kohlberg, Harvard Center for Moral Education

  17. ConclusionBoston Seminar on Ethical Education : March 2005 Effective education in ethics in schools does not happen through courses in ethics but through approaching ethical issues or problems through structured inquiry and critical thinking and through developing an environment for learning and a school ethos that consciously addresses ethics in theory and on a practical day to day level. Ethical or moral understanding is formed through the learner developing affective commitments.

  18. Philosophy and Practical Criterion-referenced assessment Mission statement School & teacher self-study Learner profile Flexibility

  19. How do we put principles into practice? mission statement interdisciplinary inquiry ethics learner profile collaborative planning areas of interaction criterion referenced assessment

  20. MYP: from Principles into Practice Review of: • Implementation and development of the programme • Areas of interaction

  21. MYP: from Principles into Practice • MYP principles • Beliefs and values • Written curriculum • Assessed curriculum • Taught curriculum • Organization in the school

  22. Creating an MYP unit • What are the elements of an MYP unit? • How do they link together?

  23. “Traditional” Method Curriculum Content Teach content Links to AoI Assessment

  24. “Traditional” Method Curriculum Content Teach content Links to AoI Assessment Contrived or forced links

  25. “Traditional” Method Curriculum Content Teach content Links to AoI Assessment School stuff MYP

  26. “Traditional” Method We're doing the MYP! Content Teach content Links to AoI Assessment

  27. “Maintaining the status quo is not an option”– Jeff Beard That was then,

  28. “Maintaining the status quo is not an option”– Jeff Beard That was then, this is now!

  29. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts Content or “What?” Context or “Why?”

  30. Curriculum

  31. Curriculum Standards/ outcomes “content” topics

  32. specific general Curriculum Standards/ outcomes “content” topics

  33. specific general Curriculum Standards/ outcomes “content” topics Assessment Criteria Summative Formative MYP objectives

  34. specific general Curriculum Standards/ outcomes “content” topics Alignment and coherence Assessment Criteria Summative Formative MYP objectives

  35. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts

  36. specific specific general general Curriculum Curriculum Standards/ outcomes Standards/ outcomes “content” topics “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Alignment and coherence Alignment and coherence Assessment Criteria Summative Formative Assessment Criteria Summative Formative MYP objectives MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts

  37. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts

  38. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts Content or “What?” Context or “Why?”

  39. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Unit planner Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts “How?” Content or “What?” Context or “Why?”

  40. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Unit planner Guiding question Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts “How?” Content or “What?” Context or “Why?”

  41. specific general Curriculum Standards/ outcomes “content” topics Areas of Interaction Approaches To Learning Community & Service Environment Health & Social Homo Faber Unit planner Unit question Alignment and coherence Assessment Criteria Summative Formative MYP objectives IB Mission IB Learner Profile MYP Fundamental Concepts “How?” Content or “What?” Context or “Why?”

  42. Significant Content / Big Ideas Area of Interaction Guiding Question Assessment At a glance: first things first All goes into stage 1 of the unit planner:

  43. The Big Picture Unit Question Assessment Area of Interaction through line Significant Content / Big Ideas

  44. Alignment during collaborative planning Which specific MYP objectives will be addressed during this unit? Which MYP assessment criteria will be used?

  45. Choose ONE Area of Interaction Area of Interaction through line Significant Content / Big Ideas Fertile ground for unit question development

  46. Developing the Unit Question Unit Question Area of Interaction through line Significant Content / Big Ideas

  47. What about assessment? Unit Question Area of Interaction through line Significant Content / Big Ideas Summative Performance of Understanding Assessment task

  48. Unit Title Teacher(s) Subject and Grade Level Time frame and Duration Stage 1: Integrating significant content, the Areas of Interaction and assessment within a guiding question MYP Unit Question Summative performance assessment What task will allow students the opportunity to answer the guiding question using what they have learned? What will constitute acceptable evidence of understanding? Area of Interaction Focus How do the AoI overarching themes or Throughlines connect with the Big Ideas? Area of Interaction Focus Significant Content What are the Big Ideas or Enduring Understandings of this unit as framed by the AoIs? Significant Content Which specific MYP objectives will be addressed during this unit? Which MYP assessment criteria will be used? Draft Unit planner—August 2008

  49. Stage 2: “Backward planning” from the summative assessment to learning activities Resources Engaging students with the Guiding Question Formative Assessment What exemplars will I show students so that they understand what is required? Teaching strategies Planning steps will be mandated...